While teachers in many states are implementing the Common Core State Standards, increased attention is being paid to supporting teachers through professional development, especially for meeting standards involving digital literacy. This study explores the influence of targeted professional development, the Support, Time, Access, and Knowledge Model, on the technology integration practices of elementary literacy teachers. Through an in-depth description of three teachers receiving professional development on integration of an iPad into their instruction, we illuminate areas of consideration for influencing teachers through professional development. These include considering teachers' stances and skills involving digital technology, developing a sense of ownership of content and technology, and providing opportunities for varying degrees of growth as a result of professional development. This study also provides implications for scholars and school leaders in schools that are not oriented towards sustained professional development.